Teaching the scientific method in the curriculum

 In chemistry education, students not only learn chemical knowledge and skills, but about the culture of chemistry – how scientists think about, and practise, chemistry. Students often learn that science is practised according to the “scientific method”, which is a model of scientific discovery, expounded by science historians and philosophers. The idealised “scientific method” has a number of steps: the collection of information about a phenomenon; the development of a hypothesis to explain those observations; an experiment to test a prediction that arises from the hypothesis, perhaps including more observations and collection of more information; improvement of the hypothesis; and so on.

The problem is that students (and even some science professionals) often do not understand the philosophy behind the scientific method and paradoxically, the scientific method does not seem to apply to most careers in science. The true nature of science is that concepts have been developed though variants of the “scientific method”, and that a process of testing the predictive value of these concepts has lead to advances in that conceptual knowledge. Hence the “scientific method” applies to the development of scientific ideas, not necessarily to the work of all scientists. It is not whether we personally use the scientific method in our day-today work, but how we use, apply, think about and communicate scientific knowledge and skills that makes us chemists.

The building of the intellect: a contribution towards scientific method in education.

Mode of access: Internet.

The artist's technique of violin playing : a new scientific method for obtaining, in the shortest possible time, an absolute mastery of the higher technical difficulties of the left hand and of the bow = Die Künstlertechnik des Violinspiels = La technique d'artiste du violon : opus 12 /

Text in English, German and French.

The type and copy computer: a scientific method to figure copy needed to fill specified space and to dertermine type sizes required,

Mode of access: Internet.

Getting the most out of business : observations of the application of the scientific method to business practice /

The articles of which this book is the outgrowth appeared in the Caxton during 1913.

The science of logic; an inquiry into the principles of accurate thought and scientific method.

Mode of access: Internet.

Discovering scientific method with science puzzle pictures.

Mode of access: Internet.

Scientific Data Application Profile Scoping Study

This study was undertaken by UKOLN on behalf of the Joint Information Systems Committee (JISC) in the period April to September 2008. Application profiles are metadata schemata which consist of data elements drawn from one or more namespaces, optimized for a particular local application. They offer a way for particular communities to base the interoperability specifications they create and use for their digital material on established open standards. This offers the potential for digital materials to be accessed, used and curated effectively both within and beyond the communities in which they were created. The JISC recognized the need to undertake a scoping study to investigate metadata application profile requirements for scientific data in relation to digital repositories, and specifically concerning descriptive metadata to support resource discovery and other functions such as preservation. This followed on from the development of the Scholarly Works Application Profile (SWAP) undertaken within the JISC Digital Repositories Programme and led by Andy Powell (Eduserv Foundation) and Julie Allinson (RRT UKOLN) on behalf of the JISC. Aims and Objectives 1.To assess whether a single metadata AP for research data, or a small number thereof, would improve resource discovery or discovery-to-delivery in any useful or significant way. 2.If so, then to:a.assess whether the development of such AP(s) is practical and if so, how much effort it would take; b.scope a community uptake strategy that is likely to be successful, identifying the main barriers and key stakeholders. 3.Otherwise, to investigate how best to improve cross-discipline, cross-community discovery-to-delivery for research data, and make recommendations to the JISC and others as appropriate. Approach The Study used a broad conception of what constitutes scientific data, namely data gathered, collated, structured and analysed using a recognizably scientific method, with a bias towards quantitative methods. The approach taken was to map out the landscape of existing data centres, repositories and associated projects, and conduct a survey of the discovery-to-delivery metadata they use or have defined, alongside any insights they have gained from working with this metadata. This was followed up by a series of unstructured interviews, discussing use cases for a Scientific Data Application Profile, and how widely a single profile might be applied. On the latter point, matters of granularity, the experimental/measurement contrast, the quantitative/qualitative contrast, the raw/derived data contrast, and the homogeneous/heterogeneous data collection contrast were discussed. The Study report was loosely structured according to the Singapore Framework for Dublin Core Application Profiles, and in turn considered: the possible use cases for a Scientific Data Application Profile; existing domain models that could either be used or adapted for use within such a profile; and a comparison existing metadata profiles and standards to identify candidate elements for inclusion in the description set profile for scientific data. The report also considered how the application profile might be implemented, its relationship to other application profiles, the alternatives to constructing a Scientific Data Application Profile, the development effort required, and what could be done to encourage uptake in the community. The conclusions of the Study were validated through a reference group of stakeholders.

Attitude in students of Health Sciences toward scientific knowledge

Educating health professionals implies the challenge of creating and developing an inquiring mind, ready to be in a state of permanent questioning. For this purpose, it is fundamental to generate a positive attitude toward the generation of knowledge and science. Objective: to determine the attitude toward science and the scientific method in undergraduate students of health sciences. Materials and methods: a cross-sectional study was made by applying a self-administered survey, excluding those who were transferred from other universities and repeated. The attitude toward science and the scientific method were valued using the scale validated and published by Hren, which contains three domains: value of scientific knowledge, value of scientific methodology, and value of science for health professions. Results: 362 students were included, 86,6% of them graded the attitude toward scientific knowledge above 135 points, neutral scale value. Similar scores were registered in the domains value of scientific knowlede for the human dimension of the students and value of science for health professions. 91,4% of the students graded the value of scientific methodology below 48 points. Conclusions: the favorable attitude of the students can be explained by the contact that they have with the scientific method since the beginning of their studies and its concordance with the evolution of science. The domain value of scientific methodology obtained the lowest grade on the part of the students, which could be related to the lack of knowledge about scientific methodology.

Science of legal method; select essays by various authors.

Reprint of the 1917 ed.

Testing for the non-separability of bi-ambiguous compounds

Separability is a concept that is very difficult to define, and yet much of our scientific method is implicitly based upon the assumption that systems can sensibly be reduced to a set of interacting components. This paper examines the notion of separability in the creation of bi-ambiguous compounds that is based upon the CHSH and CH inequalities. It reports results of an experiment showing that violations of the CHSH and CH inequality can occur in human conceptual combination.

The digital Dark Ages : a retro-speculative history of possible futures

The Dark Ages are generally held to be a time of technological and intellectual stagnation in western development. But that is not necessarily the case. Indeed, from a certain perspective, nothing could be further from the truth. In this paper we draw historical comparisons, focusing especially on the thirteenth and fourteenth centuries, between the technological and intellectual ruptures in Europe during the Dark Ages, and those of our current period. Our analysis is framed in part by Harold Innis’s2 notion of "knowledge monopolies". We give an overview of how these were affected by new media, new power struggles, and new intellectual debates that emerged in thirteenth and fourteenth century Europe. The historical salience of our focus may seem elusive. Our world has changed so much, and history seems to be an increasingly far-from-favoured method for understanding our own period and its future potentials. Yet our seemingly distant historical focus provides some surprising insights into the social dynamics that are at work today: the fracturing of established knowledge and power bases; the democratisation of certain "sacred" forms of communication and knowledge, and, conversely, the "sacrosanct" appropriation of certain vernacular forms; challenges and innovations in social and scientific method and thought; the emergence of social world-shattering media practices; struggles over control of vast networks of media and knowledge monopolies; and the enclosure of public discursive and social spaces for singular, manipulative purposes. The period between the eleventh and fourteenth centuries in Europe prefigured what we now call the Enlightenment, perhaps moreso than any other period before or after; it shaped what the Enlightenment was to become. We claim no knowledge of the future here. But in the "post-everything" society, where history is as much up for sale as it is for argument, we argue that our historical perspective provides a useful analogy for grasping the wider trends in the political economy of media, and for recognising clear and actual threats to the future of the public sphere in supposedly democratic societies.

The digital Dark Ages : a retro-speculative history of possible futures

The Dark Ages are generally held to be a time of technological and intellectual stagnation in western development. But that is not necessarily the case. Indeed, from a certain perspective, nothing could be further from the truth. In this paper we draw historical comparisons, focusing especially on the thirteenth and fourteenth centuries, between the technological and intellectual ruptures in Europe during the Dark Ages, and those of our current period. Our analysis is framed in part by Harold Innis’s2 notion of "knowledge monopolies". We give an overview of how these were affected by new media, new power struggles, and new intellectual debates that emerged in thirteenth and fourteenth century Europe. The historical salience of our focus may seem elusive. Our world has changed so much, and history seems to be an increasingly far-from-favoured method for understanding our own period and its future potentials. Yet our seemingly distant historical focus provides some surprising insights into the social dynamics that are at work today: the fracturing of established knowledge and power bases; the democratisation of certain "sacred" forms of communication and knowledge, and, conversely, the "sacrosanct" appropriation of certain vernacular forms; challenges and innovations in social and scientific method and thought; the emergence of social world-shattering media practices; struggles over control of vast networks of media and knowledge monopolies; and the enclosure of public discursive and social spaces for singular, manipulative purposes. The period between the eleventh and fourteenth centuries in Europe prefigured what we now call the Enlightenment, perhaps moreso than any other period before or after; it shaped what the Enlightenment was to become. We claim no knowledge of the future here. But in the "post-everything" society, where history is as much up for sale as it is for argument, we argue that our historical perspective provides a useful analogy for grasping the wider trends in the political economy of media, and for recognising clear and actual threats to the future of the public sphere in supposedly democratic societies.

Questions of Science [third edition]

Table of Contents Timeline of Thinkers Timeline of Thoughts Evolution of Science Chapter 1. Introduction Chapter 2. Humans: the measure of all things Chapter 3. Men with beards: long beards Chapter 4. I doubt it Chapter 5. With good reason Chapter 6. Here be dragons Chapter 7. Stirrings of science Chapter 8. Degrees of separation Chapter 9. The Greek legacy Chapter 10. A scientific focus Chapter 11. Questions of science Chapter 12. Creatures of habit Chapter 13. A scientific method Chapter 14. Outside the square Chapter 15. Probably Chapter 16. Human, all too human Chapter 17. Cultures of science Chapter 18. 21st Century Science Chapter 19. Science in question Chapter 20. How do we know? Chapter 21. Sources